Nurses' perceptions of the value of written reflection

Reflective writing is increasingly becoming a feature of professional practice as nurses seek to provide evidence of their continuing development and competence. This study reports the process and findings of a study using grounded theory to explore how nurses are using and developing writing techniques as a tool for facilitating and supporting their development in practice. Two focus group interviews were conducted with 12 experienced nurses completing a professional course which involved reflective writing as the assessment component over a calendar year. These interviews generated the broad base of concepts and categories which direct the later stages of a grounded theory study. These preliminary categories suggest that firstly, the skills of reflective writing need to be learnt rather than being assumed as a natural capacity; secondly, that this leads to the acceptance of writing as a learning strategy in its own right; thirdly, reflective writing is considered to be a tool which helps the practitioner to develop analytical and critical abilities; finally, the nurses identified their own personal, as well as professional growth as being facilitated by reflective writing. Lincoln and Guba's (1985) criteria for establishing rigour in qualitative studies, and Strauss and Corbin's (1990) criteria for judging a grounded theory study are used as benchmarks throughout the paper.     

Nurses' perception of the value of clinical supervision.

Literature on clinical supervision includes few references to the experiences of those being supervised. In this qualitative study two groups of intensive care nurses were surveyed for their views on clinical supervision: 10 NICU staff who had experience of one-to-one supervision and 15 PICU staff without that experience. In addition, six NICU nurses were interviewed to elicit their understanding and perceptions of aspects of the process. A range of themes and categories emerged which identified issues for practice and management, including the value of supervision, its effect on care and requirements for its successful implementation.     

Affirming the disadvantaged student

Disadvantaged students entering basic nursing programs present challenges to educators who may be unprepared to identify and address the unique needs of this learner group. Developing affirming strategies to support and promote disadvantaged students choosing the nursing profession is critically important to the long-term recruitment and retention of nurses from a variety of socioeconomic backgrounds. The author describes the characteristics of disadvantaged students, explores equity issues, and offers suggestions for supporting disadvantaged students during their educational experiences.     

临床护士对护士长能力期望的质性研究

目的 了解临床护士对护士长能力的期望,为护理管理者调整管理方式提供参考.方法 应用质性研究中的焦点团体访谈法,对上海市某医院15名临床护士进行访谈.结果 经分析,提炼出护士对护士长能力期望的4个主题:自身专业素质、管理能力、领导能力、沟通能力.结论 护士长应不断更新知识,提高自身专业素质,工作中重视管理和领导技巧,善于与护士沟通与互动,营造良好的工作环境,提高护士的工作满意度.